Interactive Guide Grade 8

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Book-by-book tour of the 8th grade curriculum

Eighth Grade

Interactive Guide

Includes printable sample lessons!

Welcome! If you are new to CHC, or new to home schooling, welcome! If you aren’t sure of how this adventuresome path begins, we invite you, with this Seventh Grade Guide, to sample a “taste” of CHC’s gentle approach to gain confidence that, as it has for thousands of other families, the CHC approach will work for you, too. Within this guide you’ll find a virtual “tour” of those special and well loved materials which are written by experienced homeschool parents and distributed exclusively by CHC. Did you know that we homeschool, too? Do we understand what it’s like to feel pressed for time to fit in all the tasks that go along with being wife, mother, homemaker, and homeschooler? You bet! Our years of homeschooling, preschoolers to high schoolers, have led to the development of academically solid materials that are time-proven to enrich the homeschooler, both academically and spiritually, without being burdensome to mom or students. In fact, it is CHC’s philosophy that homeschooling should be a joyful, natural offshoot of parenting and family life, not a “weight” to be dragged along the path throughout childhood! CHC lifts the burden, but keeps the family on the path.

We are grateful, not only for the business interactions that we have with you, our “CHC family,” but the dear friendships and mutual support that have developed between us. It is our prayer that we can continue to serve you, as all of us, the entire “CHC Family,” work together to win Heaven, educating for eternity. Your CHC Family

Contents Typical Course of Study, 3 Materials Guide, 4 Core Subjects, 5–25

Literature & Reading Comp., 8–13 Grammar & Composition, 14–15 Mathematics, 16–17

Science, 18–19 Religion, 20–21 Hands-On Religion, 22

High School Discernment, 23 History & Geography, 24–25 Lesson Plans, 26–27 Electives, 28–30

CHC Typical Course of Study Eighth Grade

MATHEMATICS • Exponents: know the quotient rule, know the power theorem, use the y x calculator key • Roots: add and multiply radical expressions, find roots of large numbers, solve radical equations • Simplify radical, polynomial, and rational expressions (multiply, add, factor, divide) • Algebraic skills: define domain, range, independent variable, and dependent variable; use function notation; use the vertical line test; represent functions as ordered pairs • Graph linear equations, find roots of equations, quadratic equations, etc. • Lines, points, segments, and planes; polygons; triangles; circles; geometric solids; area LANGUAGE ARTS • Increased reading comprehension & vocabulary • Appreciating lyric, epic, and dramatic poetry; understanding Shakespeare’s plays; literary devices such as meter, voice and speaker, irony (verbal, dramatic, and situational), motif, metonymy, synecdoche, types of plays (tragedy, comedy, history, romance), soliloquy • Parts of Speech: elusive subjects, appositive nouns, helping verbs, verb tenses, comparative and superlative forms of adjectives and adverbs, functions of a preposition, subordinating conjunctions • Usage: functions of dependent clauses, adverbial clauses, diagramming a participle, gerunds • Mechanics: apostrophes, joint ownership, possessive personal pronouns and adjectives, hyphens • Composition: diction, citation format, persuasive

writing, thesis statements, dialogue in a story, narrative writing, creative writing, writing about prose and poetry, writing poetry SCIENCE • Earth’s orbit, seasons, lunar phases, eclipses; the atmosphere; weather and climate • Minerals and the rock cycle; plate tectonics, volcanoes and earthquakes; weathering, erosion, soils • Ground and surface water; landforms and glaciers; geologic history; oceanography • Christian stewardship HISTORY AND GEOGRAPHY • The Scientific Revolution; the Age of Enlightenment • French Revolution; Napoleonic Wars • Romanticism; Liberalism; the Industrial Revolution • World War I; Fascism; Communism; the Spanish Civil War; World War II • Vatican II; the Nuclear Arms Race RELIGION • Deeper understanding of the teachings of Holy Mother Church • Participation in the life of Christ through celebrating the liturgical seasons • Volunteer work in the home, the parish, and the community • High school preparation and discernment • Challenge of living the faith: service to others, sacrifice, obedience, prayer, charity ELECTIVES

Please note: These sample pages are provided for review purposes only. Sample pages are not complete lessons. View more product details and reviews @ www.chcweb.com. All content is copyright © 2024 Catholic Heritage Curricula. • 1-800-490-7713

Click here to order Eighth Grade materials!

Eighth Grade Materials Guide

TITLE

CONSUMABLE

NONCONSUMABLE*

CORE SUBJECTS The Treasure Trove of Poetry: Worktext The Treasure Trove of Poetry: Anthology

Language of God, Level G Saxon Math Algebra 1 Kit

Saxon Math Algebra 1 Solutions Manual Earth Science: Textbook and Digital Resources

Faith and Life 8 Student Text Faith and Life 8 Activity Book Faith and Life 8 Answer Key

Faith in Action

High School of Your Dreams Guidebook

Light to the Nations, Part Two: Student Textbook Light to the Nations, Part Two: Workbook Light to the Nations, Part Two: Answer Key to Workbook

DAILY LESSON PLANS CHC Lesson Plans for Eighth Grade

ELECTIVES (OPTIONAL) Ever Ancient Ever New, Level 2: Art Textbook Ever Ancient Ever New, Level 2: Art Pad

Sewing with Saint Anne

* Denotes a non-consumable title. May be used by more than one student, and often for more than one grade level.

Eighth Grade Core Subjects : : Overview

Language Arts : : Literature & Reading Comprehension Lead your student to understand and love poetry with this in-depth, Catholic program! The Treasure Trove of Poetry guides the student through a selection of lyric poetry, Chesterton’s exciting epic poem The Ballad of the White Horse , and 20 famous excerpts from Shakespeare. Designed for independent study—no prior literary knowledge needed by the parent! The Treasure Trove of Poetry is divided into three equal parts: Part 1: The Secret Code of Poetry (Lyric Poetry) Part 2: The Ballad of the White Horse (Epic Poetry) Part 3: How to Read Shakespeare (Dramatic Poetry) The Treasure Trove of Poetry includes vocabulary assignments, reading comprehension, literary devices, discussion questions, weekly hands-on activities, poetry journal assignments, memorization and recitation activities, and a final project for each book. Answer key included. The Treasure Trove of Poetry Anthology is fully annotated to define archaic vocabulary and explain difficult passages. It includes 150 pages of lyric poetry, Chesterton’s The Ballad of the White Horse, and 20 famous excerpts from Shakespeare. Samples: • More about The Treasure Trove of Literature series, pages 8-9 • Excerpts from Part 1: The Secret Code of Poetry, page 10 • Excerpts from Part 2: The Ballad of the White Horse , page 11 • Excerpts from Part 3: How to Read Shakespeare, pages 12-13 Language Arts : : Grammar & Writing Composition Language of God, Level G is an engaging worktext that teaches English grammar and composition with clarity and humor, while also incorporating examples from great literature. Language of God, Level G follows a four-part format: I–Parts of Speech (complex subjects and predicates, appositives, linking verbs, progressive tenses, indefinite pronouns, etc.), II–Usage (participial phrases, gerunds, sentence diagramming, subject-verb agreement, etc.), III–Mechanics (commas, colons, semi-colons, quotation marks, italics, and other technical aspects of writing), and IV–Composition (diction, researching, pre-writing, drafting, editing, proofreading, presenting essays, reports, and narratives, etc.) Answer key included. Samples: • Table of Contents, page 14 • Excerpts from Parts I and IV , page 15

Level 5 in The Treasure Trove of Literature Series

And the Art of Understanding It Poetry of Treasure Trove The

“We few, we happy few, we band of brothers...” —Shakespeare, Henry V

RoseMary Johnson • Esther Moon

Poetry of Treasure Trove The

“We few, we happy few, we band of brothers...” —Shakespeare, Henry V

ANTHOLOGY

Eighth Grade Core Subjects : : Overview

Science Earth Science: God’s World, Our Home (2nd Edition) by Kevin Nelstead unites a Christian perspective with up-to-date geological science. Although the author is not Catholic, he understands that faith and reason can never contradict each other, because (as he explains) “All truth is God’s truth.” Earth Science takes a mastery approach to science, focusing on long-term mastery of the most fundamental concepts of Earth Science, rather than a temporary familiarity with a range of topics too broad to cover in depth. Topics studied include the seasons, lunar phases, and eclipses; minerals and the rock cycle; plate tectonics and mountain building; volcanoes and earthquakes; weathering, erosion, and soils; surface water and groundwater; landforms and glaciers; geologic history; oceanography; the atmosphere; weather and climate; and Christian stewardship. Earth Science features eight in-depth Experimental Investigations, which range from rock and mineral identification to studying volcanoes with topographical maps. The program consists of a full color textbook and Digital Resources (PDF and Word files). The Digital Resources are essential for the course and provide an Experiment Resource Manual, midterm and final exams, and a complete answer key. Samples: • Excerpts from Chapters 1 and 4, pages 18–19 Mathematics Saxon Algebra 1 covers all the topics in a first-year algebra course and builds the algebraic foundation essential for all students to solve increasingly complex problems. Text features 120 lessons and focuses on algebraic thinking and multiple representations—verbal, numeric, symbolic, and graphical. Kit includes Student Text, Tests, and Answer Key. Solutions Manual is highly recommended. Samples: • Excerpts from Lesson 75 , pages 16–17

7 Eighth Grade Core Subjects : : Overview Religion : : Catechism (Weeks 1–22) Each lesson in Faith and Life 8: Our Life in the Church builds upon previous ones to give students a clear grasp of the basics of our Faith. The Faith and Life 8 activity book provides a multitude of activity sheets. Each week, assign those which you feel will help your student best understand and remember the lesson. Samples: • Excerpt from Student Text: Chapter 4, page 20 • Excerpt from Activity Book: Chapter 4, page 21 • Contents, page 21 Religion : : Hands-On (Weeks 1–22) Faith in Action is designed to help your eighth-grader grow in maturity through inspirational stories, reflections, hands-on activities, and service to others. As the capstone of his elementary-level study of religion, the student will complete a series of volunteer projects. Faith in Action provides scheduling suggestions, a variety of ideas for volunteer service projects (many of which the student can complete at home without parental assistance), and step-by-step charts to assist the student in scheduling and planning his projects. Samples: • Excerpts from Week 18, page 22 History & Geography Light to the Nations, Part Two: The Making of the Modern World , a full-color textbook , explains how modern ideas, institutions, and culture have developed from the high centuries of Christian culture. The workbook includes varied styles of exercises for each section in the textbook. The answer key to workbook is available separately. Appendix Two in CHC Lesson Plans for Eighth Grade includes instructions for constructing a detailed timeline of the 17th to the 21st centuries, using a free printable timeline template. The student will also write paragraphs on important events during that century. Appendix Two also includes five longer writing assignments on historical topics. Samples: • Table of Contents, page 24 • Excerpts from Chapter 18, page 25 Religion : : High School Discernment (Weeks 23–36) The last part of the school year has been reserved for the student to look back over what he has learned from the volunteer projects he has completed, and forward towards his high school, career, and vocational goals. As explained in the High School of Your Dreams Guidebook , a high school education should be tailored to fit the student’s unique interests and vocational/career goals. Whatever your educational plans for your student’s high school years, the vocation and career discernment resources in the High School of Your Dreams Guidebook will encourage him to take an active part in his education and will make it easier to plan your student’s high school years. Samples: • Excerpts from Step 3, page 23

Faith Action in

A Hands-On Religion Resource

Cathol ic Heritage Curricula

Eighth Grade Core Subjects : : Literature & Reading Comp. (The Treasure Trove of Poetry)

Level 5 in The Treasure Trove of Literature Series

And the Art of Understanding It Poetry of Treasure Trove The

Part 1: The Secret Code of Poetry “Favorite Poems” in The Treasure Trove of Poetry Anthology Students will not only read timeless poems from various eras but will also master the art of appreciating and analyzing poetry. They will learn how poets use techniques such as enjambment, rhyme, meter, hyperbaton as a “secret code” to communicate their meaning more powerfully. Genre : Lyric Poetry Main Literary Devices : Rhyme, Meter, Scanning a Poem, Implied Metaphors, Ellipsis, Hyperbaton, Voice and Speaker, Irony (Verbal, Dramatic, and Situational), Verse Forms Part 2: The Ballad of the White Horse The Ballad of the White Horse by G.K. Chesterton in The Treasure Trove of Poetry Anthology Students will apply what they have learned about poetry as they

Poetry of Treasure Trove The

“We few, we happy few, we band of brothers...” —Shakespeare, Henry V

RoseMary Johnson • Esther Moon

“We few, we happy few, we band of brothers...” —Shakespeare, Henry V

ANTHOLOGY

read G.K. Chesterton’s The Ballad of the White Horse . Transport your students back to the 9th century as they follow King Alfred’s heroic defense of Christianity against the heathen Danes. This inspiring epic poem will inspire students to face challenges to their Faith with courage, perseverance, and joy. Genre : Epic Poetry Main Literary Devices : Mountain Plot, Symbol, Motif, Characterization, Paradox, Metonymy, Hyperbole, Setting, Theme, Allegory, Synecdoche, Conflict Part 3: How to Read Shakespeare “Excerpts from Shakespeare” in The Treasure Trove of Poetry Anthology In the final part, students will journey through 20 famous excerpts from Shakespeare, including iconic speeches from Hamlet, The Merchant of Venice, Henry V, As You Like It, Macbeth , and Julius Caesar . The step-by-step guide ensures that students not only understand Shakespeare’s language but also develop the skills to unravel the beauty of his works. This is the perfect introduction to the most rewarding parts of Shakespeare, leaving students eager to read more in later grades. Genre : Dramatic Poetry Main Literary Devices : Types of Plays (Tragedy, Comedy, History, Romance), Couplet, Soliloquy, Rhetoric, Characterization, Contrast, Proverb, Apophasis Q: Why spend a whole year studying poetry? A: Studying poetry is one of the most effective ways to learn literary techniques and interpretive skills. This is because poetry is the most compact and condensed form of literature; it uses more techniques in a smaller space than any other type of literature. The skills gained from reading poetry are some of the same skills needed to understand novels, plays, and other forms of literature. In particular, students will learn: • to decipher difficult grammar and word-choice to grasp the essence of what is being said, • to look beyond the literal level of a text, • to study the structure of a work and the relationship between its whole and its parts, • to discern what is most important in complicated ideas, • to detect irony, • to think through ideas for themselves. These skills are critical for reading all types of literature. They are even more necessary as preparation for attending college, because the ability to critically analyze texts and ideas is central to a college education.

9 The Treasure Trove of Poetry and the Art of Understanding It (Types of Activities in The Treasure Trove of Poetry )

Vocabulary Poetry is one of the most effective ways to grow one’s vocabulary since it is both memorable and uses a high frequency of advanced vocabulary. Many vocabulary words are defined in the footnotes of the Anthology so that students can learn new words in context. In Part 2 and Part 3, the student is also directed to write the definitions of certain words as they are used in the reading. Reading Review Questions The Reading Review Questions help the student recall what he has read and ensure that he has comprehended the reading. Besides basic comprehension questions, the student will also be asked to identify literary techniques in the reading and to rewrite lines of poetry in his own words. Literary Studies In Part 1: The Secret Code of Poetry, the Literary Studies lessons cover poetic techniques such as rhyme, meter, hyperbaton, and irony. In Part 2: The Ballad of the White Horse and Part 3: How to Read Shakespeare, the Literary Studies lessons focus on exploring the deeper themes that Chesterton and Shakespeare are trying to communicate in their poetry. Oral Narration Oral narration assignments involve more advanced thinking skills than reading review questions because they require the student to organize his thoughts. The act of narration also requires the student to visualize the events he is retelling and helps to cement the events he has read about in the student’s memory. Narration tips are provided.

Discussion Questions The Discussion Questions provided in every fifth lesson go beyond recall and comprehension and require the student to think critically and interpretively and to relate what he has read to his own life. A detailed parent’s guide to discussion questions is provided.  Recommended Activities A wide variety of optional activities— including crafts, art activities, and research projects—are suggested every fifth lesson. The hands-on activities expand on what was read and are meant to bring the poetry to life for the student through memorable experiences. assignments encourage the student to share his new understanding of poetry by making a poem come alive for his family and friends. These assignments are also beneficial for the student’s memory, vocabulary, pronunciation, and oral expression. Poetry Journal Poetry Journal assignments instruct the student to carefully write a poem in a dedicated notebook in his best penmanship, illustrating it as desired. By the end of the course, the student will have compiled his own collection of poems. Memorization and Recitation Regular memorization and recitation

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10 Eighth Grade Core Subjects : : Literature & Reading Comp. (Excerpt from Part 1: The Secret Code of Poetry)

Level 5 in The Treasure Trove of Literature Series

And the Art of Understanding It Poetry of Treasure Trove The

Secret Code Poetry The of

“We few, we happy few, we band of brothers...” —Shakespeare, Henry V

Part 1: Lyric Poetry

RoseMary Johnson • Esther Moon

Poetry Through the Ages Biblical Poetry 130 Greek and Latin Poetry 135 Medieval Poetry 140 Early Modern Poetry 146 Romanticism 153 Poetry in the Modern Era 156 Final Project: Write a Poem 168

The Secret Code of Poetry What Is Poetry? 2 Rhyme 19 Alliteration and Onomatopoeia 24 Meter 32 Scanning a Poem 37 Imagery 42 Similes and Metaphors 48 Implied Metaphors 51

L esson 17 The three metaphors in stanza 1 of “The Highwayman” follow a clear pattern: [X] is/was [Y]. For example: [The wind] was [a torrent of darkness]. Poets often use metaphors that aren’t so simple, though. The key characteristic of a metaphor is that it pretends something actually is another thing. Poets can do this in many ways. Here are some examples: “She has a heart of stone” is another way to write: [Her heart] is [a stone] “The dark cave of his bedroom” is another way to write: [His bedroom] was [a dark cave] “Tiger skies, striped horribly with tints of tropic rain” is another way to write: [The sky] was [a tiger, horribly striped with tropical rain] “The two windows in the tower that is the head of a man” is another way to write: [The two eyes in a man’s head] are [two windows in a tower] As you know, poets are always looking for ways to fit more meaning into few words. To do this, they often use something called an implied metaphor. An implied metaphor compares two things without directly mentioning one of them. Consider the phrase “the jeweled sky” at the end of stanza 2 of “The Highwayman.” And he rode with a jeweled twinkle, His pistol butts a-twinkle, His rapier hilt a-twinkle, under the je weled sky . “The jeweled sky” is an implied metaphor. If we rewrite the phrase as a simple metaphor, we see that the poet is saying: [The stars] were [jewels]. The poet never mentions the stars, but they are implied . (Why would Noyes call the sky “jeweled” unless he was thinking about how the stars shine like jewels?) To understand an implied metaphor, ask yourself, “ What is being compared to what ?” Let’s look at some examples of how to do this. Implied Metaphors Robert Frost

Ellipsis and Hyperbaton 65 Organization in a Poem 73 Irony 81 Allusion 100 Verse Forms 104 Step-by-Step Guide to Analyzing a Poem 117

A Guide to Understanding and Appreciating Great Poetry in 55 Lessons

The Treasure Trove of Poetry

Tyger! Tyger! burning bright In the forests of the night...

The phrase “burning bright” in William Blake’s “The Tyger” is an implied metaphor. Can you figure out what is being compared to what? Yes, the tiger is being compared to a fire. The fire isn’t mentioned directly, but we know Blake must be thinking about fire because he uses the words “burning bright.” Of course, Blake isn’t just interested in the two things he is com paring; he wants readers to think about the quality or qualities

The Secret Code of Poetry

11 The Treasure Trove of Poetry and the Art of Understanding It (Excerpt from Part 2: The Ballad of the White Horse )

Ballad White Horse The of the

Part 2: Epic Poetry

Introduction 174 Book I: The Vision of the King 188 Book II: The Gathering of the Chiefs 202 Book III: The Harp of Alfred 214 Book IV: The Woman in the Forest 229 Book V: Ethandune: The First Stroke 240 Book VI: Ethandune: The Slaying of the Chiefs 253 Book VII: Ethandune: The Last Charge 266 Book VIII: The Scouring of the Horse 280 Dedication 293 Final Project: Ballad “Tapestry” 303

L esson

Book VII

Reading and Reading Preparation Alfred has rallied his men for a last charge against the Danes. Is there any way they can turn the tide of this battle? Read Book 7.184–264, including the information in the footnotes. Vocabulary As you come across the words below in today’s reading assignment, look them up in the footnotes or in a dictionary. Write a brief definition of each word as it is used in the poem. 173

The Treasure Trove of Poetry A Guide to Literary Devices & Reading Comprehension in 55 Lessons

And hairy men, as huge as sin, / With hornèd heads, came wading in / Through the long, low sea-mire. The Ballad of the White Horse 1.88–90

: : :

art ( 7.202 ) dale insolence

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Literary Studies: Death of Ogier In Book 7, King Alfred comes face to face with Ogier, who represents the forces of evil. Mark was only able to suppress Ogier’s destructive rage for a short time, because he represented human reason and human efforts, which will never be strong enough to conquer evil. The forces of evil can only be conquered by God’s grace. Chesterton makes this clear by arranging the story so that Alfred kills Ogier right after Mary appears (7.200–224). Ogier believes that the evil “gods behind the gods” are more powerful than any good god, but Mary comes as the representative of the Christian God to prove him wrong (3.195). She

comes with a sword in her hand to intervene and turn the tide of battle. Immediately after Mary appears to Alfred, Ogier attacks Alfred and is killed by the king’s axe. Then Alfred blows his horn and calls upon the remainder of the Christian army to charge the Danes. “The high tide!” King Alfred cries, “The high tide and the turn!” (7.241–242). The death of Ogier after the appearance of Mary teaches us that only God’s grace can defeat chaos and destruction. We can only be successful in the battle against evil thanks to God’s assistance. God won’t always intervene so obviously as with Mary’s appearance, but His grace is always there.

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The Treasure Trove of Poetry

12 Eighth Grade Core Subjects : : Literature & Reading Comp. ( Excerpt from Part 3: How to Read Shakespeare )

Level 5 in The Treasure Trove of Literature Series

And the Art of Understanding It Poetry of Treasure Trove The

Shakespeare How to Read

Part 3: Dramatic Poetry

“We few, we happy few, we band of brothers...” —Shakespeare, Henry V

RoseMary Johnson • Esther Moon

Henry V 314 Henry VIII 326 Richard II 330 The Merchant of Venice 335 Hamlet 348

114

Henry IV, Part 1 359 Henry IV, Part 2 363 As You Like It 369 Macbeth 374 Henry VI, Part 3 380 Richard III 384 King Lear 390 Julius Caesar 405

L esson

Henry V

Literary Studies: Rhetoric Do you remember how King Alfred uses rhetoric in The Ballad of the White Horse to encourage his men before the last charge at Ethandune? (See Lesson 92.) King Henry V takes the opposite rhetor ical approach to Alfred’s in his speech before the Battle of Agincourt, yet he is also very effective at inspiring his men. Rather than telling his frightened men not to run away, as Alfred does, Henry actually tells the men that they can leave if they don’t want to fight. He will even send those soldiers away with money to get home. When he says, “We would not die in that man’s company / That fears his fellowship to die with us” (4.3.38–39), Henry means that he doesn’t want to die with men who don’t want to die with him. This bold statement shows confidence: it implies that Henry is not worried about how many men are fighting on his side. He can afford to be picky, he implies. Henry shows confidence to make his men feel confident, too.

The Treasure Trove of Poetry A Guide to Literary Devices & Reading Comprehension in 55 Lessons

313

What will happen to the men who stay and fight? Henry argues that they are “marked,” destined, either for death or for victory. This is an inter esting way to encourage soldiers: rather than reminding them how much depends on their actions, he suggests that the result of the battle is out of their hands. Henry’s argument encourages the soldiers to focus on bravely doing what they can, rather than fearing that they won’t succeed. If the outcome is destined, they should charge confidently into the fight and not worry about what will happen. The rhetoric Shakespeare gives Henry in this speech is so powerful that it has been repeated countless times in history and in popular culture as the ultimate inspirational speech. During the Napoleonic Wars in the 18th century, the English man Sir Horatio Nelson called his captains his “band of brothers” just before he led them to a decisive victory in the Battle of the Nile. During World War II, the speech was delivered on a

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The Treasure Trove of Poetry

13 The Treasure Trove of Poetry and the Art of Understanding It ( Excerpt from Part 3: How to Read Shakespeare )

115 D iscussion & Activities

L esson

Discussion Questions Answer and hold conversations about some or all of these Discussion Questions. A parent’s guide to the Discussion Questions can be found in the answer key. 1. In his speech at Harfleur, Henry V tells his men to make their faces and posture imitate those of a tiger, and later he tells the noblemen in his army to be examples for the common soldiers to imitate (3.1.6–9, 24). These two arguments are both examples of the theme of imitation. Do you think imitating another person or thing is a good thing? Have you heard the saying “Fake it till you make it”? This means that if you want to gain a certain skill or virtue, you should pretend to have that skill or virtue until you actually do have it. Do you think this is a good way to act? 2. As Henry V proves in his speeches, desire for honor is a great motivator. How is it a good thing to desire honor? How can it be a bad thing? 3. Henry V says that he doesn’t care about physical things such as food and clothing. What he desires more than anything else is honor. Since different people have different personalities, we all have different desires. An artist might desire to paint the perfect picture more than anything else. An outgoing person might desire time with friends more than anything else. What do you desire more than anything else (after God’s love, of course)? 4. In The Ballad of the White Horse , Alfred helps his men imagine the results of defeat, reminding them what is at stake and what they will lose. In contrast, Henry V helps his men imagine the honor they will gain through victory. Which strategy do you think would make you feel most brave if you were a soldier facing overwhelming odds? Memorization Begin memorizing Henry V 3.1.1–34 or 4.3.16–67. You will give a formal recitation of it in three weeks.  Recommended Activities Complete at least one of the following Recommended Activities. 1. Research Activity: Research the Battle of Agincourt, the famous English victory that is dramatized in Henry V . (This is the battle fought just after Henry’s St. Crispin’s Day speech in Henry V 4.3.) What were the main weapons used in the battle? How did the French knights’ full suits of plate armor prove to be a disadvantage? How did the terrain contribute to the English victory?

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The Treasure Trove of Poetry

2. Drama Activity: Search online for at least three different recordings of Henry V’s speeches at Harfleur and Agincourt. Searching for “Once more unto the breach speech” and “St. Crispin’s Day speech” will bring up many results. Pay attention to how each actor uses his voice, expressions, and gestures to make the words “come alive.” Which performance do you like the best? Do different actors portray Henry V’s character differently? Why do you think some actors omit parts of the speeches? 3. Research Activity: Learn about the lives of Sts. Crispin and Crispinian. 4. Game: Play a game of chess, a board game that was already popular in the Middle Ages. Chess was especially popular among the nobility then, so Henry V is sure to have played the game, both for fun and as a way to develop strategic and tactical thinking. 5. Research Activity: What would it have been like to watch a Shakespeare play at the Globe Theater in London during Shakespeare’s lifetime? Research the theater’s location, seating or standing arrangements, and other interesting facts (for example, what might the audience throw at the actors if they didn’t like the play?). Watch at least the first 30 minutes of Laurence Olivier’s 1944 Henry V to see a reenactment of the play being performed at the Globe Theater during Shakespeare’s day.

14 Eighth Grade Core Subjects : : Grammar & Composition (Language of God, Level G)

TABLE OF CONTENTS

I. Parts of Speech, 1–122

65 69 70 75 77 80 81 83 86 88 90 92

Perfect Progressive Verbs The Last Verb Review Active and Passive Voice

2 3 6 8

Subjects

Complex and Compound Subjects

Pronouns

Predicates

Personal Pronouns Indefinite Pronouns

Elusive Subjects

11 12 13 17 19 20 23 25 28 29 30 31 32 33 35 36 37 40 43 45 49 51 52 54 57 60 61 62 63

Sentences

Pronoun and Verb Agreement Reflexive and Intensive Pronouns

Compound Sentences Compound Sentences Nouns: Compound Nouns

Interrogative Pronouns

Adjectives

II. Usage, 123-192

III. Mechanics, 193-232

Compound Words Appositive Nouns

Definite Article

Demonstrative Adjectives and Pronouns

124 127 132 135 138 140 143 146 152 155

Complex Sentences

194 197 199 202 206 208 209 211

Capitalization

A Few More Words about Appositives

Functions of Dependent Clauses The Dependent Adjectival Clause

Commas

Collective Nouns

Pausing for Dramatic Effect Semicolons and Colons

93 94

Demonstrative Pronouns

Plural Nouns

Adverbial Clauses

Comparative and Superlative Forms of Adjectives 204

Participles and Participial Phrases

Colons

Irregular Plurals More Plural Nouns

Diagramming a Participle

Quotation Marks

98 99

Irregular Adjectives

Participial Phrases

Other Uses for Quotation Marks Quotation Marks or Italics?

And More Plural Nouns

Adverbs

101 102 Double Negatives Infinitives and Infinitive Phrases Infinitives as Adverbs and Adjectives Gerunds and Gerund Phrases 103 Singular or Plural? Subject-Verb Agreement Finding the Simple Subject 104 Special Cases of Subject-Verb Agreement Collective and Indefinite Pronouns Pre-writing Stage Pre-writing Stage — Sources of Information Interviewing Sources Review of Adverbs Prepositions Organizing Your Information Completing Your Research Some Cases of Confusion Functions of a Preposition Coordinating Conjunctions Possessive Adjectives for Mixed Groups Rewriting Sentences to Avoid Awkward Possessive Adjectives Drafting Your Report Revising Your Report Proofreading Your Report Indefinite Pronouns Troublesome Words Pairs of Conjunctions Interjections Reading for the General Meaning — Poetry Diagramming Compound Subjects and Predicates Compound Predicates with Direct Objects Diagrams Diagramming Prepositional Phrases Diagramming Compound Sentences Reading for a Deeper Meaning — Poetry Reading for the General Meaning — Prose Reading for a Deeper Meaning — Prose Writing about Prose Writing about Poetry More Troublesome Words Additional Troublesome Words Presenting Your Report Responding to Literature Diagramming Sentences Subordinating Conjunctions More about Comparatives and Superlatives No Double Comparatives or Superlatives 105 106 107 110 112 114 115 119

Plural Names

Single Quotation Marks

Singular Possessive Nouns

Comparative and Superlative Forms of Adverbs 212

Apostrophes

Special Cases for Singular Possessives Shared Possession and Individual Possession 158 161

214 215

Joint Ownership

Possessive Personal Pronouns and Adjectives

162 164

IV. Composition, 233-295

280 281

Plural Possessive Nouns

216 217 218 220 223 226 228 230

Contractions

Verbs

Hyphens

Linking Verbs More about Diction Diction — Choosing Your Words Sometimes Linking Verbs and Sometimes Not Formal and Informal Diction Vocabulary

234 235 236 238 240 241 243 245 246 248 249 251 253 255 256 259 261 264 265 267 267 268 268 269 271 273 274 276 278 279

168 170 173 174 176 179 181 183 187

More Uses for Hyphens

283 284 284 285 285 286 286 287 288

Dashes

Parentheses Abbreviations

Action Verbs Boring Verbs Sentence Structure Irregular Verbs Helping Verbs More Online Research Library Research Citing Your Sources More Helping Verbs What Do We Cite? Progressive Tenses Works Cited Page Using Online Citation Links Research Tenses Verb Tenses and Helping Verbs Citation Format Perfect Tenses Basic Elements in a Works Cited Page Varying Sentence Lengths and Structures

Writing Numbers It’s about Time

289 290

188

290 291 293 295

189 190

Types of Writing Persuasive Writing

Your Favorite Fiction Book

Writing a Persuasive Essay

Thesis Statements

Answer Key, 297-322

Drafting Your Persuasive Essay Revising Your Persuasive Essay

Narrative Writing Time in Narratives

Developing a Series of Events in a Narrative

Dialogue in a Story Selective Dialogue

Verb Tenses in Dialogue

Creative Writing Heroic Couplets

Reports

15 Language of God, Level G

(Excerpts from Parts I and IV)

Persuasive Writing P ersuasive writing argues a position. Its purpose is to encourage the reader to accept that position as the right position, the position that should be accepted and acted upon. An example would be a political campaign speech where the speaker is asking for votes.

What persuades us to accept someone’s argument? Writers use three basic tools to persuade: the logical appeal, the ethical appeal, and the emotional appeal.

The logical appeal uses reasoning and facts to convince people. For example, why should we study algebra? We should study algebra because we will encounter situations that require analytical thinking, the kind of thinking that we will develop by doing algebra. Algebra also introduces the concept of variables, and our decisions must take variables, known and unknown, into account. The ethical appeal uses our confidence in justice and fairness to convince people. It strikes at our basic desire for rightness in the world. For example, why should you not cheat on an algebra test? If we cheat on an algebra test, we are acting against what God meant us to be. We are denying our ability to learn, and we are shirking our responsibility to the truth and losing our dignity as human beings. Our behavior is not fair toward others. The emotional appeal uses high intensity words that affect our feelings. The emotional appeal may cause us to react with anger, pity, or enthusiasm. For example, if your teacher gives you a pep talk before you take your algebra test, she might encourage you by urging you onward to victory and success. No one wants to be a loser! Be aware that logical appeals can be flawed, that ethical appeals may not have truly ethical consequences, and the emotional appeals may not be logical or ethical. The reader and listener must still use common sense and consider the truth and soundness of any appeal in persuasive writing and speech. R ECOGNIZING PERSUASIVE APPEALS EXERCISE Label each of the following statements as “logical,” “ethical,” or “emotional” according to the type of appeal presented by word choice. Some statements may use more than one type of appeal. “Where four decades ago there was rubble, today in West Berlin there is the greatest industrial output of any city in Germany — busy office blocks, fine homes and apartments, proud avenues, and the spreading lawns of parkland. Where a city’s culture seemed to have been destroyed, today there are two great universities, orchestras and an opera, countless theaters, and museums.”—President Ronald Reagan, “Tear Down This Wall” 1987 logical Example: 1. 2. 3. 4. 5. R Example:

R EFLEXIVE OR INTENSIVE PRONOUN EXERCISE

Write “R” in the blank if the italicized pronoun is reflexive. Write “I” if the pronoun is intensive.

The actor bowed himself off the stage at the end of the play.

I bought myself a copy of Shakespeare’s comedies.

COMPOSITION

Do you yourself enjoy reading Shakespeare?

In Shakespeare’s Scottish play, Macbeth, the main character, tells himself that “Life’s but a walking shadow, a poor player.”

Juliet tells herself what her future will be when she discovers who the handsome young man at the ball is.

Juliet herself declares her love for Romeo, a young man whom her family will not accept because of a serious feud between the Capulets and the Montagues.

Cassius encourages himself and Brutus to assassinate Caesar for the good of the people.

“It is obvious today that America has defaulted on this promissory note insofar as her citizens of color are concerned. Instead of honoring this sacred obligation, PARTS OF SPEECH

Although Caesar was warned to remain at home, he himself decides that he cannot thwart his fate.

261

Photocopying of these pages is a violation of copyright law.

Although Marc Antony publicly judges himself to be no great speaker, he proceeds to speak eloquently after the assassination of Caesar.

Although Regan and Goneril flatter King Lear, Cordelia who truly loves him submits herself to honor him without flattery.

10.

In The Merchant of Venice, Portia’s father himself decides she must marry only the man who can determine in which of three caskets her picture has been placed.

16 Eighth Grade Core Subjects : : Mathematics (Saxon Math Algebra 1)

How to order Saxon Math Algebra 1 Kit and Solutions Manual (3rd edition): Go to chcweb.com/Grade8 for direct links to purchase these books from an affordable source, or search online by ISBN: 9781565771239 (Kit), 9781565771376 (Solutions Manual).

17 Saxon Math Algebra 1

(Excerpts from Lesson 75)

New to Saxon Math? Click here for a placement test!

18 Eighth Grade Core Subjects : : Science

(Earth Science: Excerpts from Chapters 1 and 4)

How to order Earth Science Textbook (2nd edition) & Digital Resources: Go to chcweb.com/Grade8 for direct links to purchase this program from affordable sources.

19 Earth Science: God’s World, Our Home (Excerpt from Chapter 1)

20 Eighth Grade Core Subjects : : Religion : : Catechism (Faith and Life 8: Excerpt from Student Text, Chapter 4)

CHAPTER 4

The Teaching Church

They asked him, “Teacher, we know that you speak and teach rightly, and show no partiality, but truly teach the way of God.” Luke 20:21

“This gospel was to be the source of all saving truths and moral discipline. This was faithfully done: it was done by the apostles who handed on, by the spoken word of their preaching, by the example they gave, by the institutions they established, what they them selves had received” (DV, 7). As we have already seen, Our Lord left to the Church the deposit of Faith . His final com mand to the apostles was to teach all that he had instructed them. He relied on his apostles and their successors to carry his message to the world. This is made known to us today through the living voice of the Church—the Pope, the bishops, the priests—even the laity. Each of these conveys to us the message of Christ, especially the clergy, who are, by their office, the representatives of Christ. The Church bases her teaching on the deposit of Faith revealed to us by God. Before we look at the source of this teaching we should first con sider what is meant by revelation. What Is Revelation? Revelation literally means to “draw back the veil” or to uncover. God is primarily a mys tery to us. On our own we can have only a lim

ited knowledge of him. However, God has un veiled some of the mysteries about himself so that we might come to know and love him. He has helped us to know who he is and what he expects of us. In other words, revelation is the communi cation by God to man of the truths about him self that he wants man to know but that man could never uncover on his own. These truths are known as doctrines or teachings of our Faith. God did not reveal these truths about him self all at once but only gradually with the passing of time. The process of public revela tion began with Adam and Eve and ended with the death of the last apostle, St. John. The first phase of God’s revelation can be found in the Old Testament. Because this reve lation took place long before the birth of Christ, we call it “pre Christian” revelation. If we look at the Old Testament, we can see that God gradually revealed more about himself as the centuries passed. This revelation was completed when God fully showed himself to us by becoming man and living among us. This phase is known as “Christian” revelation. It contains the truths revealed by Jesus Christ to his apostles. These

21 Faith and Life 8: Our Life in the Church

(Excerpt from Activity Book, Chapter 4)

Name:___________________

Contents

THE CHURCH 1. Christ’s Abiding Presence 2. The Birth of the Church 3. The Nature of the Church 4. The Teaching Church 5. Authority in the Church 6. The Visible Hierarchical Church 7. The Church Sanctifying 8. The Church Sanctifying 9. Mary—Mother of the Church 10. The Communion of Saints

Revelation Answer the following questions in complete sentences. 1. Who comprises the living voice of the Church?

2. What is revelation?

3. When did public revelation begin and end?

11. Saints in Our History 12. Saints in Our History 13. Separated Brethren

4. Who is the source of revelation?

THE CHRISTIAN IN THE WORLD 14. The Universal Call to Holiness

15. The Life of Virtue

5. In what two ways is the Word of God passed on to us?

13 102 16. The Works of Mercy & Happiness 110 17. Vocations 115 18. The Lay Apostolate 121 19. Marriage and the Family 124 20. The Christian in the World 129 21. Law and Conscience 134 22. The Church & Social Order 141 THE MEANS TO FULFILL OUR CALL TO HOLINESS 23. Prayer 147 24. The Sacramental Life 153 THE END OF CHRISTIAN LIFE 25. Death & Particular Judgment

6. What is Sacred Tradition?

7. What is Sacred Scripture?

Faith and Life Series • Grade 8 • Chapter 4 • Lesson 1

26. The End of the World

163 168

APPENDIX Words to Know

Prayers

175 181

22 Eighth Grade Core Subjects : : Religion : : Hands-On (Excerpts from Faith in Action)

Faith Action in

A Hands-On Religion Resource

Cathol ic Heritage Curricula

23 Religion : : High School Discernment (Excerpts from High School of Your Dreams Guidebook)

The High School of Your Dreams Guidebook provides detailed guidance for developing a tentative four year plan and a schedule for freshman coursework. Early planning for high school will help the student to focus on his or her goals—building excitement for the coming high school years—and will give time for course and material selection. Whatever your educational plans for your student’s high school years, the vocation and career discernment resources in the High School of Your Dreams Guidebook will encourage him to take an active part in his education, and will make it easier to plan your student’s high school years.

24 Eighth Grade Core Subjects : : History & Geography (Light to the Nations, Part Two)

TABLE of CONTENTS

From the Founding General Editor, CSTP

Introduction: The Scientific Revolution

Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5 Chapter 6 Chapter 7 Chapter 8 Chapter 9 Chapter 10 Chapter 11 Chapter 12 Chapter 13 Chapter 14 Chapter 15 Chapter 16 Chapter 17 Chapter 18 Chapter 19 Chapter 20

The Age of Enlightenment

21 41 69 91

The Age of Enlightened Despots The Church Before the Revolution

Revolution in France Many Revolutions

123 147 177 237 265 293 323 357 383 417 449 481 521 557

The Rise and Fall of Jacobin France The Triumph of the “Little Corporal”

The Defense and the Building of Christendom 205

Metternich’s Europe

Romanticism and Revolt, Part I Romanticism and Revolt, Part II The Triumph of Liberalism An Era of Change and Conflict

New Powers, Old Battles

Into a New Century Europe at War The “Great War”

The Rise of Totalitarian Regimes

An Even Greater War

The End of a War and the Beginning of a New World

589 627

Index

Light to the Nations, Part Two: The Making of the Modern World (Excerpts from Chapter 18)

539

Chapter 18 The Rise of Totalitarian Regimes

The new pope explained this motto in his first encyclical, Ubi Arcano Dei Consilio , issued December 23, 1922. “Since the close of the Great War, individu als, the different classes of society, the nations of the earth have not yet found true peace,” wrote Pius. Nations were still rivals; public life was clouded “by the dense fog of mutual hatreds”; the war between the rich and poor classes continued, because each class seeks “to rule the other and to assume control of the other’s possessions.” Even family members were at odds with one another, said the pope, for the war had torn fathers and sons away “from the family fireside” and had weakened the sense of morality. The people of his day, said the pope, refused obedience to rightful authority and were failing to live up to their obligations. “In the face of our much praised progress,” wrote the pope, “we behold with sorrow society lapsing back slowly but surely into a state of barbarism.” The treaties that had ended the war, said the pope, did not bring peace; for, “this peace . . . was only written into treaties. It was not received into the hearts of men, who still cherish the desire to fight one another and to continue to menace in a most serious Pope Pius XI made it his task “to bring about the reestab lishment of Christ’s kingdom,” not only in individual hearts, but in society and the state as well. In Italy, he had taken steps to bring about a reconciliation between the anticlerical Liberal government and the Church. Such a reconciliation had to include settling what was called the “Roman Question”—what to do about the Italian government’s theft of the Papal States in 1870. Like his predecessors, Pius XI demanded that the government restore his sovereignty over at least some of the territory taken from him; only thus could the Church be truly independent of the state. After October 1922, though, the pope had to deal with the Fascist gov ernment of Benito Mussolini, which, at first, was more anti-Catholic than the previous Liberal government had been. Yet, beginning in 1924, Mussolini began to speak as if he respected the Church and the Catholic faith of the Italian people. To prove his respect, he restored control of primary schools to the Church; he made religious instruction (given by priests and religious) mandatory in all Italian schools; and he abolished several anticlerical laws. Though in 1925 the pope con demned certain Fascist acts of oppression against the Church, it was clear that Mussolini was seeking some sort of reconciliation with the pope. Though he had his doubts about Il Duce ’s goodwill, the pope believed he had to act as if Mussolini sincerely wanted reconciliation. Thus, in 1926, when Mussolini expressed a desire to settle the Roman Question, Pius XI agreed to talks with the government. They were an opportunity, he thought, to restore both the Church’s independence and her influence over Italy. The talks resulted in a treaty between the Holy See and the kingdom of Italy, signed at the Lateran Palace in Rome on February 11, 1929. The Lateran Treaty did not restore the Papal States or even the entire city of Rome to the pope, but it did create a small, independent state of about 100 square 547 manner the quiet and stability of civil society.” Because of human weakness, no human institution by itself can bring peace. True peace, said Pius, can only come through justice and love, which are the fruits of the grace of Christ, com municated through his Church. “It is therefore,” wrote Pius, “that the true peace of Christ can only exist in the Kingdom of Christ— pax Christi in regno Christi .”

Chapter 18 The Rise of Totalitarian Regimes

in the war, said the nationalists; it had been betrayed, “stabbed in the back,” by German socialists, international Jews, and Catholics. Hitler’s Nazi party benefited greatly from Germany’s misfortunes. In the elec tion of 1930, the party won 18 percent of the vote, a dramatic change from the 2.6 percent it had won in 1928. In 1932, Hitler ran for president against the 85-year old General Paul von Hindenburg, the war hero who had held the office of president since 1925. Hitler lost the race, but his National Socialist Party did so well that it was

quickly becoming the largest party in the Reichstag . With his Nazi Reichstag members behind him, Hitler demanded that Hindenburg make him chan cellor; but the old general refused. Instead, he dissolved the Reichstag ; but in the new elections, the Nazis won 230 seats—more than any other party had ever won in the history of the Weimar Republic. Once again, Hitler demanded the chan cellorship, and again Hindenburg refused. But in another election, held in November 1932, the Nazis lost 5 percent of the vote, while the Communists increased their number in the Reichstag . Fearing that socialists might take con trol of the government or that Communists would overthrow it, Hindenburg’s friends threw their support to Hitler. He, if anyone, could deal with the Communists, they thought. Several of Hindenburg’s allies, including his own son, tried to convince him that he had little to fear from Hitler . Worn out by all the fights in the Reichstag, Hindenburg at last gave in. On January 30, 1933, he appointed Adolf Hitler chancellor of the German republic. Dictatorship With the power of the chancellor in his hands, Hitler began purging the government of his oppo nents. Most of the Reichstag was not Nazi, so he dissolved it. New elections were called. The Nazi party’s brown-shirted storm troopers terrorized Communists, Social Democrats, and Center Party members. The government shut down newspapers belonging to opposition parties and forbade or broke up their meetings. The Nazi party seized con trol of radio stations so that only the Nazi message could be broadcast to German voters.

Pope Pius XI

540

LIGHT TO THE NATIONS II: The Making of the Modern World

Adolf Hitler giving the Nazi salute from his car while passing the Frauenkirche in Nuremberg at the annual Nazi party rally, September 5, 1934

Then, on February 27, 1933, the Reichstag building in Berlin caught fire and nearly burned to the ground. The Nazis blamed the Communists, and hundreds of Communist leaders were arrested. The upper and middle classes were seized with the fear of Bolshevism. The Nazis appeared to be the only bulwark against Communist revolution. To “protect” the public, the government suspended the constitutional guarantees of freedom of the press, freedom of assembly, and other personal liberties. In the election held March 5, 1933, three parties (Social Democrats, Communists, and Centrists) won 17.3 million votes, while the Nazis garnered 17 million votes and their allies, the Nationalists, 3 million. This meant that the Nazis and Nationalists

PROOF 1 2 3 4 5 6

ROME

Piazza del Risorgimento

VATICAN

Pigna Courtyard

Art Gallery

Barracks of Papal Gendarmes

ROME

PROOF 1 2 3 4 5 6

Museums

Old Gardens

Barracks of Swiss Guards Church of St. Anne

Villa of Pius IV

Belvedere Courtyard

Vatican Radio Administration

St. Damaso Courtyard

Monument to St. Peter

New Gardens

Lourdes Grotto

Sistine Chapel

Palace

See more samples online!

St. Martin’s Chapel

St. Peter’s Basilica

St. Peter’s Square

Church of St. Stephen

Heliport

Palace of Holy Office Petine Museum

Palace of Justice

Teutonic College

Railroad Station

St. Charles’ Palace

International boundary (city wall)

0 0

500 feet

100 meters

Vatican City State as it is today

acres, centered on St. Peter’s Basilica in Rome. The pope would be the independent sovereign of this “Vatican City” state, which would have its own currency, postage system, radio transmission, and railroad station. As the head of a sovereign state, M18_04.ai

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